Chances and Choices: Exploring the Impact of Music Education

In Chances and Choices, Stephanie Pitts surveys the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. Pitts draws upon rich qualitative data from her own extensive original study of over 100 adults with an active interest in music in the UK and Italy to address several key themes in the study of music education. Intertwined with discussion of topics such as music education policy and the role that music teachers and other role models play in nurturing musicians are first person 'interludes' that showcase the stories and voices of the research participants as they reflect upon the influences and opportunities that shaped their musical life histories. Pitts' analysis adds valuable context to these stories, illuminating the historical and contemporary debates about music education and proposing ways in which school music might better prepare young people for continued participation in music throughout their lives. A companion website contains Pitts' data sets and analytical frameworks; the website also features an interactive database through which readers can share their own musical life histories and search others that have been contributed there. Shedding new light on the long-term effects of music education, Chances and Choices is an important resource to understand how we can encourage lasting engagement with music and other cultural activities in every individual.

Table of Contents:
Chapter 1: Investigating the impact of music education 1.1 Whose story? Defining and interpreting musical life histories 1.2 Aims, scope and limitations 1.3 Approaches to data collection and analysis 1.4 Existing research on musical life histories 1.5 Global perspectives on music education 1.6 Structures and voices in this book Interlude A Interlude B Chapter 2: Learning across generations: musical childhoods in twentieth century Britain 2.1 Lifelong learning: a reasonable aim for music education? 2.2 Life histories in context: British music education in the twentieth century 2.3 Generational trends in formative musical experiences 2.3.1 1930s-1950s: gramophones, piano lessons and school assemblies 2.3.2 1960s-1970s: encouragement and independence 2.3.3 1980s-1990s: musical pluralism and exploration 2.4 Historical trends, current debates 2.4.1 Classroom music 2.4.2 Music outside the classroom 2.4.3 Teacher and parent attitudes 2.4.4 Music in the home 2.4.5 Lifelong learning and involvement Interlude C Interlude D Chapter 3: Locations for musical learning 3.1 Where musical learning happens 3.2 The characteristics of supportive musical environments 3.3 Extra-curricular music-making 3.4 Musical self-education 3.5 An Italian perspective - music as specialist education 3.6 Summary: situated learning for music Interlude E Interlude F Chapter 4: Inspiring, affirming, challenging: significant people in musical learning 106 4.1 What makes a memorable classroom music teacher? 4.2 Instrumental teachers as mentors 4.3 Parents as role models and mentors 4.4 Siblings, extended family and friendships as sources of musical learning 4.5 Learning from learning: becoming teachers and parents 4.6 Summary: musical supporters and role models Interlude G Interlude H Chapter 5: Opportunities and outcomes in lifelong musical engagement 5.1 Musical routes and roots 5.2 Becoming music educators 5.3 Becoming music-makers 5.4 Becoming adult learners 5.5 Becoming listeners and concert-goers 5.6 Summary: foundations for lifelong musical involvement Interlude I Interlude J Chapter 6: Rhetoric and reality: the real impact of music education 6.1 Overview: learning from life histories 6.2 Historical rhetoric and remembered reality 6.3 Contemporary rhetoric and future opportunities 6.4 Summary: relevance and timelessness in musical learning Interlude K Interlude L Chapter 7: Chances, choices and conclusions 7.1 Chances and choices in musical education 7.2 The usefulness of life history approaches 7.3 Recommendations and future directions Postlude Glossary References Index

About the Author :
Dr Stephanie Pitts is Reader in Music at the University of Sheffield. She is the author of A Century of Change in Music Education (Ashgate, 2000), Valuing Musical Participation (Ashgate, 2005) and, with Eric Clarke and Nicola Dibben, Music and Mind in Everyday Life (OUP, 2010).

Review :
"Generous in its examples of musical life histories, this hugely important publication is a wonderfully rich guide to understanding the diversity of musical lives within contemporary society. It enlightens and inspires readers to reconsider the many varied aspects of how music education shapes lifelong values, attitudes and skills." --Gary McPherson, Ormond Chair of Music and Director, Conservatorium of Music, University of Melbourne "With this insightful and original contribution to a new and developing area of music-education studies, Stephanie Pitts has once again cast light on neglected issues. This book will engage and challenge all music educators who are concerned about not only their present practices, but the long-term impact of their work." --Lucy Green, Professor of Music Education, Institute of Education, University of London